Studying at the University of Verona

Here you can find information on the organisational aspects of the Programme, lecture timetables, learning activities and useful contact details for your time at the University, from enrolment to graduation.

A.A. 2021/2022

Academic calendar

The academic calendar shows the deadlines and scheduled events that are relevant to students, teaching and technical-administrative staff of the University. Public holidays and University closures are also indicated. The academic year normally begins on 1 October each year and ends on 30 September of the following year.

Academic calendar

Course calendar

The Academic Calendar sets out the degree programme lecture and exam timetables, as well as the relevant university closure dates. .

Definition of lesson periods
Period From To
Sem. 1A Sep 27, 2021 Oct 30, 2021
Sem. 1B Nov 15, 2021 Dec 18, 2021
Sem. 2A Feb 21, 2022 Mar 26, 2022
Sem. 2B Apr 18, 2022 May 20, 2022
Exam sessions
Session From To
Sessione Invernale Jan 24, 2022 Feb 19, 2022
Sessione estiva Jun 13, 2022 Jul 23, 2022
Sessione autunnale Aug 29, 2022 Sep 24, 2022
Other Periods
Description Period From To
Laboratori insegnamenti del Sem.1A Lab. 1A Nov 2, 2021 Nov 13, 2021
Laboratori insegnamenti del Sem.1B - VACANZE DAL 24/12 AL 2/01 E RECUPERO LEZIONI E LABORATORI DAL 3/1 ALL'8/1 Lab. 1B Dec 20, 2021 Jan 22, 2022
Laboratori insegnamenti del Sem.2A Lab. 2A Mar 28, 2022 Apr 16, 2022
Laboratori insegnamenti del Sem.2B Lab. 2B May 23, 2022 Jun 11, 2022

Exam calendar

Exam dates and rounds are managed by the relevant Humanistic Studies Teaching and Student Services Unit.
To view all the exam sessions available, please use the Exam dashboard on ESSE3.
If you forgot your login details or have problems logging in, please contact the relevant IT HelpDesk, or check the login details recovery web page.

Exam calendar

Should you have any doubts or questions, please check the Enrolment FAQs

Academic staff

A B C D F G L M N O P S T V

Antonello Monica

monica.antonello@univr.it

Badino Massimiliano

massimiliano.badino@univr.it +39 045 802 8459

Bianchi Edoardo

edoardo.bianchi@univr.it +39 045 802 8108

Biino Valentina

valentina.biino@univr.it

Crimi Massimo

massimo.crimi@univr.it 045 802 7924; Lab: 045 802 7050

Daffara Claudia

claudia.daffara@univr.it +39 045 802 7942

D'Onofrio Mariapina

mariapina.donofrio@univr.it 045 802 7801

Dusi Paola

paola.dusi@univr.it 045/8028616

Florit Elena

elena.florit@univr.it 045 8028065

Gamberoni Emanuela

emanuela.gamberoni@univr.it 045 802 8391

Garbellotti Marina

marina.garbellotti@univr.it 045802 8403

Girelli Claudio

claudio.girelli@univr.it 045/8028628

Gregorio Enrico

Enrico.Gregorio@univr.it 045 802 7937

Guzzo Flavia

flavia.guzzo@univr.it 045 802 7923

La Rana Adele

adele.larana@univr.it

Majorano Marinella

marinella.majorano@univr.it 0458028372

Mastroeni Isabella

isabella.mastroeni@univr.it +39 045 802 7089

Melodia Festa Beatrice

beatrice.melodiafesta@univr.it

Migliorati Lorenzo

lorenzo.migliorati@univr.it 045802 8135

Monti Francesca

francesca.monti@univr.it 045 802 7910

Mortari Luigina

luigina.mortari@univr.it 045 802 8652

Nitti Paolo

paolo.nitti@univr.it

Odini Luca

luca.odini@univr.it

Picotti Michele

michele.picotti@univr.it

Poli Albino

albino.poli@univr.it 045 8027658

Silva Roberta

roberta.silva@univr.it 045/8028385

Simonati Alessandro

alessandro.simonati@univr.it +39 0458126625/4883

Tassinari Giancarlo

giancarlo.tassinari@univr.it +39 0458027153

Vannini Lara

lara.vannini@univr.it 3478600758

Vettorel Paola

paola.vettorel@univr.it +39 045802 8259

Vicini Fabio

fabio.vicini@univr.it +39 045 802 8789

Study Plan

The Study Plan includes all modules, teaching and learning activities that each student will need to undertake during their time at the University. Please select your Study Plan based on your enrolment year.

Modules Credits TAF SSD
Between the years: 4°- 5°
Activities to be chosen by the student
8
F
-

Legend | Type of training activity (TTA)

TAF (Type of Educational Activity) All courses and activities are classified into different types of educational activities, indicated by a letter.




SPlacements in companies, public or private institutions and professional associations

Teaching code

4S00989

Credits

9

Scientific Disciplinary Sector (SSD)

M-PED/02 - HISTORY OF PEDAGOGY AND EDUCATION

Language

Italian

The teaching is organized as follows:

Lezione

Credits

8

Period

Sem. 1A, Sem. 1B

Laboratorio [Gruppo 1]

Credits

1

Period

Lab. 1B

Laboratorio [Gruppo 2]

Credits

1

Period

Lab. 1B

Academic staff

Not yet assigned

Laboratorio [Gruppo 3]

Credits

1

Period

Lab. 1B

Academic staff

Not yet assigned

Laboratorio [Gruppo 4]

Credits

1

Period

Lab. 1B

Academic staff

Not yet assigned

Learning outcomes

A) Knowledge and comprehension
KINDERGARTEN: - Knowledge of the discipline: 1) definition; 2) fields and sectors; 3) epistemology; 4) the functions of Children’s Literature during pre-school age. - Knowledge and understanding of: 1) national and international picturebooks and illustrated books (features and theoretical aspects); 2) fairy tales (formal features, topics, adaptations, re-writings). - Knowledge of the most significant classical and contemporary picturebook makers. - Knowledge and understanding of: 1) the appropriate selection criteria for quality children’s books; 2) theoretical frameworks, targets, literacy promotion methods with the objective of educating future readers. - Knowledge and understanding of read-aloud functions, features and techniques (with special reference to expressive-literary performance).
PRIMARY SCHOOL - Knowledge of the discipline: 1) definition; 2) fields and sectors; 3) epistemology; 4) the main features of historical children’s literature aimed at interpreting contemporary children’s books.
- Knowledge and understanding of: 1) the new educational and formative role of children’s literature; 2) the features of the best national and international contemporary children’s literature: trends, topics, characters, values, implicit and symbolic meanings, stylistic quality; 3) national and international picturebooks and illustrated books (features and theoretical aspects); 4) fairy tales (formal features, topics, adaptations, re-writings); 5) the definition of a “classic”, of its features and of appropriate reading-strategies for a selection of significant authors and titles; 6) contemporary national editorial products for children (strengths and weaknesses).
- Knowledge and understanding of pedagogy and reading promotion: theoretical framework, general and specific targets, methods in line with the most important international and national research.

B) Knowledge and applied comprehension practice
KINDERGARTEN:- Identifying a quality or commercial picturebook, according to a set of scientific criteria (i.e. artistic, literary, psycho-pedagogical) applied to its verbal and visual contents. - Identifying the best illustrated or non-illustrated versions of fairy tales and the best adaptations and rewritings. - Reading different narrative texts aloud in an expressive and interpretative way, avoiding excessively emphatic interpretations. - Identifying the most suitable post-reading activities available after read-aloud sessions, in order to promote reading and educate motivated and critical readers. - Evaluating and planning reading projects according to multidisciplinary and interdisciplinary scientific criteria (i.e. literary and psycho-pedagogical). - Advising colleagues and parents about the new functions of children’s literature and the identification criteria for good children’s books.
PRIMARY SCHOOL - Applying scientific, literary and psycho-pedagogical criteria to identify: 1) good picturebooks, fiction books, children’s poetry books for the 6-10 age-range; or 2) poor quality, highly standardized and stereotyped commercial books. - Reading and re-reading texts with an expressive and interpretative approach based on specific textual features. - Selecting literary activities and educational games aimed at stimulating a deep interpretation and comprehension of the texts. - Interpreting the legislation dealing with Children’s literature and reading Pedagogy. - Advising colleagues and parents about the new functions of children’s literature and the identification criteria for good children’s books.

C) Making judgements KINDERGARTEN - Knowledge and understanding of quality picutrebooks and critical aspects of contemporary national pre-school editorial products (strengths and weaknesses), both in terms of verbal and visual narration. - Assessing different read-aloud performances carried out by adults. - Assessing early literacy and reading projects. - Self-evaluating one’s performance with reflective posture through different techniques, including group discussions and audio recordings.
PRIMARY SCHOOL - Knowledge and understanding of quality children’s literature and critical aspects of contemporary national editorial products (strengths and weaknesses), both in terms of verbal visual narration. - Selecting quality children’s narrative texts and identifying possible adaptation options. - Assessing different read-aloud performances carried out by adults. - Assessing literacy and reading projects. - Self-evaluating one’s performance with reflective posture through different techniques, including group discussions and audio recordings.

D) Communication skills
KINDERGARTEN - Using appropriate technical terminology to deal with single works of fiction (especially picturebooks), and, in general, with pedagogy and the promotion of reading. - Carefully listening to children’s needs and reading interests. - Introducing and explaining reading projects to colleagues and parents.
PRIMARY SCHOOL - Using appropriate technical terminology to deal with single works of fiction (especially picturebooks), and, in general, with pedagogy and the promotion of reading. - Carefully listening to children’s needs and reading interests. - Introducing and explaining reading projects to colleagues and parents.

E) Learning skills
KINDERGARTEN- Researching paper and digital sources to find: 1) fiction works and illustrated books to be included in projects; 2) information to create effective, theoretically grounded educational projects. - Adapting projects in a flexible way, according to children’s interests, needs, emotions, and cognitive abilities. PRIMARY SCHOOL - Researching paper and digital sources to find: 1) fiction works and illustrated books to be included in projects; 2) information to create effective, theoretically grounded educational projects. - Adapting projects in a flexible way, according to children’s interests, needs, emotions, and cognitive abilities.

Type D and Type F activities

Gli 8 crediti liberi a scelta dello studente (ambito “D”) hanno lo scopo di offrire allo studente la possibilità di personalizzare il proprio percorso formativo permettendo di approfondire uno o più argomenti di particolare interesse legati al proprio percorso accademico.
Per garantire questo fine, si invitano gli studenti a rispettare le seguenti indicazioni per il completamento di tale ambito:

  • almeno un’attività formativa erogata come esame universitario (con relativo voto in trentesimi) di insegnamenti compresi nei settori scientifico disciplinari previsti nel piano di Studio (oltre ai settori di M-FIL) aventi stretta congruenza con il profilo professionalizzante del corso di laurea; il Collegio didattico ha indicato che sarà possibile scegliere fra i seguenti esami della LM di Scienze pedagogiche (Epistemologia della ricerca educativa - 9 cfu M-PED/01, Ermeneutica pedagogica - 6 cfu M-PED/01, Etnografia nei contesti educativi - 9 cfu M-DEA/01, Fenomenologia della cura - 6 cfu M-FIL/03, Psicologia sociale dei gruppi e delle organizzazioni - 9 cfu M-PSI/05, Teorie e metodi dell'educazione inclusiva - 6 cfu M-PED/03) e gli esami di Geografia applicata - 6 cfu M-GGR/01 della laurea in Scienze psicologiche per la formazione e Geografia BC - 6 cfu M-GGR/01 della laurea in Beni Culturali;
  • massimo 6 cfu relativi a competenze linguistiche (oltre a quelli previsti dal PdS);
  • partecipando ad attività formative espressamente approvate dal CdS;
  • non vengono valutate attività svolte in Erasmus non inserite nei Learning Agreement.
Altre informazioni sono reperibili nella Guida per i crediti liberi che è possibile trovare quì.

Prima parte del primo semestre From 9/27/21 To 11/6/21
years Modules TAF Teacher
4° 5° Summer School: Human Sciences and Society - (HSaS) F Massimiliano Badino (Coordinatore)

Career prospects


Module/Programme news

News for students

There you will find information, resources and services useful during your time at the University (Student’s exam record, your study plan on ESSE3, Distance Learning courses, university email account, office forms, administrative procedures, etc.). You can log into MyUnivr with your GIA login details.

Graduation


Linguistic training CLA


Practical information for students


Stage e Tirocini

Le attività di tirocinio indirette e dirette, per complessive 600 ore pari a 24 crediti formativi universitari, come stabilito dal D.M. 249/2010, hanno inizio nel secondo anno di corso e si svolgono secondo modalità tali da assicurare un aumento progressivo del numero dei relativi crediti formativi universitari fino all'ultimo anno.
 
La struttura generale del tirocinio prevede:
- II annualità 100 ore di tirocinio pari a 4 CFU
- III annualità 100 ore di tirocinio pari a 4 CFU
- IV annualità 175 ore di tirocinio pari a 7 CFU
- V annualità   225 ore di tirocinio pari a 9 CFU.
 
Il tirocinio è seguito da insegnanti tutor coordinatori e da tutor organizzatori distaccati, rispettivamente a tempo parziale e a tempo pieno, presso il CdS. Esso prevede attività che si sviluppano secondo modalità di partecipazione periferica e modalità di partecipazione attiva: tali attività dovranno essere, adeguatamente documentate da parte dello studente e saranno supervisionate dai tutor competenti.
La frequenza alle attività di tirocinio è obbligatoria.
 

Attachments

Title Info File
pdf Regolamento 115 KB, 23/06/21 

Student mentoring


Further services

I servizi e le attività di orientamento sono pensati per fornire alle future matricole gli strumenti e le informazioni che consentano loro di compiere una scelta consapevole del corso di studi universitario.